The development of more culturally competent special education teachers is integral to striving for a more equitable education system for all students. However, the development of cultural competency around disability as diversity, especially from an intersectional lens, is often underrepresented in teacher preparation programs. As a result, if it…

This paper attempts to answer a key question in teacher education: what does it mean to be a literacy teacher in K-12 schools in challenging times? The question emerges from a series of dialogues between student teachers and the instructor in a graduate course in education to prepare pre-service teachers to support students in elementary schools…

Very little is known on the subject of educators with Asperger's syndrome (AS), and the available information pales in comparison to the enormous literature studying students with AS. While there are many resources for engaging students with AS, and increasing awareness of how AS affects student learning, discussions about the implications for…

Words and labels used about a person inevitably have an impact, whether intended or unintended. This article discusses the need for intentional and overt, critical reflection and discussion in higher education regarding the language faculty and students use. The authors provide language examples commonly used in courses that could have varied…

Since the 2016-17 winter semester, migration has become an essential component of the theoretical and practical teacher training in the central region (Upper Austria, Salzburg) as part of the interdisciplinary unit on diversity and inclusion. Reflective and inclusive migration pedagogy requires therefore extensive self-critical reflection work by…

In this engaging book, the authors share stories from their practice and research about several young children with a variety of developmental delays and disabilities and their teachers. They explore the ways that teachers and children respond in real classrooms to real challenges, examining both those opportunities that are capitalized on as well…

For the inclusive education indicated in the Individuals with Disabilities Education Act (IDEA) to occur at the high school level, teachers must be prepared to teach students with multiple ability levels and learning profiles in one classroom. Since the passage of IDEA, large numbers of students with mild to severe learning needs have been placed…

Success in primary and secondary school mathematics is becoming increasingly important to today's teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and…

This article seeks to improve transition services for Emergent Bilinguals (EBs) with disabilities in secondary education. The authors provide recommendations to school administrators and educators on how to design a promising "transitional context" within classrooms and schools for EBs with disabilities. This article considers…

The goal of this inquiry was to create a social justice-oriented inclusive and enabling pedagogy by situating traditional individualised views of disability alongside three alternative understandings: a disability studies in education perspective, a First Nations view of disability and one based upon the autism pride/autism-as-culture movement.…

This article examines the Erasmus Mundus Special Educational Needs (EM SEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for…

This study investigated the effects of including multiple and varied co-teaching strategies on the levels of engagement of students with and without disabilities in inclusive classrooms. Students with and without disabilities showed increased engagement when teachers changed co-teaching strategies from one teach/one assist to parallel, team, and…

Becoming a culturally responsive educator has been at the forefront of the movement to reduce inappropriate referrals to special education and disproportionate representation of students of color within special education. However, for many educators, working with a diverse student population can be more difficult when the student comes from a…

This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new…

The purpose of this study was to examine phenomenologically a special needs fieldwork experience through the perceptions of seven participants. All of the participants were a part of a long-term field experience. The research question was: How was this experience, assisting and teaching students with special needs in an elementary general music…